ABSTRACT
This study was conducted to investigate whether students who perform the role of tutors receive any academic gain from participating in a peer tutoring program.
Three elementary school students in a peer tutoring program participated in this study. The experiment was designed to measure and compare each student’s gain in spelling performance of comparable word lists for which the student tutored another child, received tutoring from another student and didn’t give or receive tutoring.
It was observed that the students’ spelling improved by almost an equivalent amount for the words in which they tutored another child as well as for the words they were tutored. No change in performance was observed with the words in which they neither gave nor received tutoring.
The results of the experiment suggest that tutors receive as much academic benefits from peer tutoring as tutees.
